Learning objectives By the end of the session all learners will have: Identified at least 2 motives specific to them Considered key evidence to support motives and developed evaluation points Applied theory of SDT to real life situations Developed evaluation to the Achievement Motive (McClelland et al) Considered how to measure motivation in sports setting (Gill & Deeter ) Challenged peers application of the Techniques in Motivation theory (Deci and Ryan) Developed plans for essays for exam Some learners will have: Lead discussions Contributed to class discussions Started to write an answer to 10/15 mark questions

Starter activity What motivates you? In pairs identify at least 2 things that motivate you to do things… Your work! Your hobbies Sports Where have these motives come from?

Intrinsic vs Extrinsic Card sort in pairs

Intrinsic Makes you feel good comes from the heart Want to achieve/prove a point gain knowledge/ fitness ChallengeCooperation Recognition

Extrinsic MoneyTrophies Qualificat ions Rewards

Achievement motivation Achievement motivation is “an individual’s motivation to strive for success” Can be instinctive – Always want to compete Can be nurtured – Through experience It is the extent to which we approach challenge and competition, or avoid competitive situations.

McClelland et al ~ the Achievement Motive Content analysis based on previous work carried out by Murray (1938) Male ~ numerous imagery responses to TAT analysed ~ sampling peoples thinking ~ interesting sampling population noted by researcher 6 experimental conditions: Relaxed Neutral Achievement orientated Success Failure Success-failure each preceded the measure of motivation

Shown pictures and asked to write their own stories based on: What is happening? Who are the persons? What has led up to this situation? That is what has happened in the past? What is being thought? That is wanted? By whom? What will happen? What will be done? Deprived of food for 1, 4, 16 hrs High need for achievement (nAch) = excel and avoid low risk and high risk situations Achievement motivated individuals avoid both low risk (easily accomplished) and high risk (outcome is due to chance rather than own effort) High nAch prefer 50/50 situations of success Achievement motivated need regular feedback to monitor own success ~ work alone or others similar McClelland et al ~ the Achievement Motive

Reliable? Researchers claimed high reliability and validity Associations reflected in the stories were sig influenced by events occurring before they were sampled Counted the number of diff references to achievement appearing in stories achievement orientated experiences sig increased the amount of achievement imagery in written stories McClelland et al ~ the Achievement Motive

Strive to be the best Will not stop until they have achieved what they want. Take the challenging route in what they do. Complete tasks/goals properly Seek independence Find it rewarding to be challenged nAch Need to Achieve Need to Achieve characteristics

Need to Avoid failure characteristics Not the best at what they do Relaxed Take everything easy Easy route Avoid responsibility Do not like being assessed nAf Need to Avoid failure

Evaluation Ethnocentrism? Validity? Subjective tests? McClelland et al ~ the Achievement Motive

Sports specific achievement motivation Read Gill & Deeter ~ SOQ SOQ is a measure of sport-specific motivation. Psychometric test that uses 25 questions to score respondents on three traits: Competitiveness: how much do you enjoy competition and strive to succeed? A competitive person loves to compete and seeks out competitions to take part in. Win Orientation: how important is winning to you? Win-orientated people compare their performance with other people, rather than setting personal standards. Goal Orientation: how important is your own personal performance? Goal-orientated people are "competing against themselves" rather than trying to beat other people. Items were developed from reviewing sports psychology publications, consulting other psychologists and open-ended interviews with sports players. The items on the questionnaire include: "I look forward to competing" (Competitiveness) "I hate to lose" (Win-orientation) "Performing to the best of my ability is very important to me" (Goal-orientation)

Evaluation Gender differences? Reliability ~ test retest? Validity ~ construct validity? Ecological valid? Application ~ can it be used again? Sports specific achievement motivation

Further findings…. Interesting individual differences ~ Males score high for Competitiveness and Win-orientation Females score higher for Goal-orientation. Athletes generally score higher than non-athletes on all three scales, but especially Competitiveness. Athletes vary a lot among themselves, of course, but in general Goal-orientation is higher for them than Win- orientation.

Techniques in Motivation Read Deci and Ryan paper 3 main areas that you need to be aware of The nature of motivation Intrinsic motivation Self regulatory extrinsic motivation Consider the types of motivation with their regulatory styles, loci of causality and corresponding processes using the self determining contimum

Task Individually develop a detailed coaching plan that would encourage team members to enhance integration, responsibility and performance When complete, read a peers coaching plan and question one element of it ~ use handout to support your points

Essay questions Develop a plan for an exam answer Describe one theory of motivation in sport. [10] Compare theories of motivation in sport. [15] Describe how sport-specific motivation is measured. [10] Evaluate the reliability and validity of measuring motivation in sport. [15]

Learning objectives Today all learners have: Identified at least 2 motives specific to them Considered key evidence to support motives and developed evaluation points Developed evaluation to the Achievement Motive (McClelland et al) Considered how to measure motivation in sports setting (Gill & Deeter ) Applied theory of SDT to real life situations Challenged peers application of the Techniques in Motivation theory (Deci and Ryan) Developed plans for essays for exam Some learners have: Lead discussions Contributed to class discussions Started to write an answer to 10/15 mark questions